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Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools 探索丹麦小学和初中教师驾驭强制性数字化转型的策略
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-15 DOI: 10.1002/berj.4028
Ronni Laursen

This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

本研究采用布尔迪厄的实践理论,分析了 31 个与教师、校长和行政人员的访谈。我探讨了教师在丹麦小学和初中强制推行学习管理系统(LMS)时所采用的策略。教师被分为三类:主要从事教学工作的教师、承担数字职责的教师和代表丹麦教师工会的教师。研究结果显示,这些教师群体采取了三种不同的策略。首先,只专注于教学的教师采取了抵制策略,避免在日常教学中使用 LMS。与此相反,另外两组教师则通过积累数字资本或管理资本来提高自己的技能。后一种策略使他们成为当地管理层眼中的关键人物,为晋升做好准备。此外,由于提高技能需要与管理层密切合作,这自然会引导这些教师通过他们在学校的行动来支持 LMS 的实施。研究结果有助于理论的发展,并为教师在学校进行变革时的做法提供了启示。
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引用次数: 0
Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data 探索公众对在教育中采用元数据的信念、情感和情绪:利用大数据进行定性调查
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-13 DOI: 10.1002/berj.4026
Ali B. Mahmoud

The metaverse is rapidly reshaping our understanding of education, yet identifying the public's beliefs, emotions and sentiments towards its adoption in education remains largely uncharted empirically. Grounded in the Technology Acceptance Model (TAM) and Digital Diffusion Theory (DOI), this paper aims to fill this gap using a big-data approach and machine learning to scrape comments made by social media users on recent popular posts or videos related to adopting the metaverse in education from three prominent social media platforms. The cleaning process narrowed down 11,024 comments to 4277, then analysed them using thematic, emotion and sentiment analysis techniques. The thematic analysis revealed that adopting the metaverse in education evokes a complex range of public beliefs: (1) innovative learning methods; (2) accessibility and inclusion; (3) concerns about quality and effectiveness; (4) technological challenges and the digital divide; (5) the future of work and skills; and (6) privacy and security concerns. Integrating these themes with emotion and sentiment analyses reveals a landscape of a significant portion of neutral sentiments that corroborates enthusiasm attenuated by caution. This careful consideration stresses the urgent need for a balanced approach to adopting the metaverse in education to ensure that resulting educational advancements benefit all learners equitably. As one of the first studies to offer a multidimensional view of the public's beliefs about metaverse education using big data, this research not only contributes to TAM and DOI but also provides critical insights that could inform policy, enhance educational practices and guide future scholarship in this emerging field.

元数据正在迅速重塑我们对教育的理解,然而,如何识别公众对教育领域采用元数据的信念、情感和情绪在很大程度上仍是一个未知数。本文以技术接受模型(TAM)和数字扩散理论(DOI)为基础,采用大数据方法和机器学习技术,从三个著名的社交媒体平台上收集社交媒体用户对近期热门帖子或视频的评论,旨在填补这一空白。清理过程将 11,024 条评论缩减至 4277 条,然后使用主题、情感和情绪分析技术对其进行了分析。主题分析显示,在教育中采用元数据会唤起一系列复杂的公众信念:(1) 创新的学习方法;(2) 可及性和包容性;(3) 对质量和有效性的担忧;(4) 技术挑战和数字鸿沟;(5) 工作和技能的未来;以及 (6) 对隐私和安全的担忧。将这些主题与情感和情绪分析结合起来,可以发现有相当一部分中性情绪,这些情绪证实了因谨慎而减弱的热情。这种仔细的考虑强调了在教育中采用元数据的平衡方法的紧迫性,以确保由此产生的教育进步能使所有学习者公平受益。作为首批利用大数据从多维度了解公众对元数据教育的看法的研究之一,这项研究不仅对TAM和DOI做出了贡献,还提供了重要的见解,可以为政策提供参考,加强教育实践,并指导这一新兴领域未来的学术研究。
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引用次数: 0
Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement 教育中断和学校环境变化对儿童心理健康的影响:与学校层面的不利条件和个人参与欺凌行为的关系
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-08 DOI: 10.1002/berj.4022
Julia R. Badger, Carolina Guzman Holst, Paul Thompson, Lucy Bowes, Rachel Hayes, Susy Clarkson, Judy Hutchings, Richard P. Hastings

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6–11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3–5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

自然灾害在世界各地时有发生。虽然情况各不相同,但对儿童教育和福祉的影响却大同小异。本研究的重点是 COVID-19 全球灾难造成的学校环境变化,以及这些变化对儿童心理健康的影响。目的是更好地了解任何心理健康变化与儿童在学校的贫困程度和灾前参与欺凌行为之间的关联。横断面数据收集自英格兰和威尔士 57 所学校的 4316 名 6-11 岁儿童。数据收集于 2020 年初全国停课之前,以及 2021 年夏季最终返校后的 3-5 个月,当时学校在一系列环境限制下运行。儿童数据包括参与校园欺凌的情况和与健康相关的生活质量;教师数据包括每个儿童的内化、外化和亲社会行为报告。学校层面的不利条件由每所学校有资格获得免费校餐的儿童比例(家庭不利条件的指标)决定。结果表明,封锁前的欺凌受害者和来自弱势集中度较高的学校的学生,一旦回到受限制的学校环境中,外化行为明显减少。受害者的亲社会行为也有所增加。对于最弱势的学生来说,受限学校环境可能是一种解脱。这项研究为全球灾难文献以及环境不变但背景发生变化时的初始返校问题提供了一个新的理解阶段。
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引用次数: 0
Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines 台湾一所农村原住民高中实施 108 课程指南的课程领导力
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-06 DOI: 10.1002/berj.4023
Kuan-Pei Lin, Chien-Chih Chen

The 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self-directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid-level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid-level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress.

台湾高中于 2019 年实施《108 课程指引》(108CG),增加了课程设置的灵活性。现在,学校必须根据学生的需求和教师的专长,提供多样化的课程、灵活的选择和自主学习课程。本研究探讨了台湾农村高中在 108CG 实施后如何促进课程领导力。本研究以台湾南部的一所个案学校为研究地点,考察了目前在农村高中实施 108CG 的情况、学校成员在应用课程领导力时所采用的过程和策略,以及他们所遇到的挑战。从 2021 年 8 月到 2022 年 5 月,我们对案例学校的六位参与者进行了访谈。我们还进行了观察和文件分析。结果表明,校长和中层领导的通力合作对推进 108CG 不可或缺。然而,由于学校的环境背景,学校在实施 108CG 方面面临着挑战。校长面临的主要挑战来自于部落酋长和社区家庭对课程的不同理解。中层领导也在努力解决学生被动学习的态度以及教师需要为课程改革做好准备的问题。尽管 108CG 已经实施了 4 年多,但农村中学在实施过程中仍然面临挑战。在课程审议会议上引入合作备课和使用核对表有助于跟踪课程进度。
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引用次数: 0
Care trajectories and imagining potential: Positioning the need for skills, confidence and communication among key professionals supporting the higher education progression of care-experienced young people 关爱轨迹与想象潜力:在支持有受照料经历的年轻人接受高等教育的主要专业人员中定位对技能、信心和沟通的需求
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-06 DOI: 10.1002/berj.4021
Tamsin Hinton-Smith, Tam Cane

This paper sets out to develop understanding around supporting the journeys of care-experienced young people towards higher education (HE) in South-East England, through the professionals working with them. Those with care experience remain less likely than others to enter HE. In contrast to individualised approaches that implicitly or explicitly assume a deficit in care-experienced young people to be ‘filled’ by approaches focusing on increasing their resilience and aspiration, we focus here on the role of professionals who work with them. Findings discussed here come from a set of interviews with seven foster carers and three social workers, carried out as part of a wider project involving an interprofessional team encompassing education, social work and widening participation. We identify that while professionals are often motivated to support care-experienced young people in progressing to HE, many lack the necessary skills and knowledge. This leads us to identify the need for more targeted support both from and for professionals, for young people and those who work with them, to be able to imagine and create HE futures. This requires wider understanding around the impact of trauma on young people's ability to engage with education opportunities, and the need for recognition of the potential of care-experienced young people and differential targeting of resources, drawing on insights from Sen's capabilities approach.

本文旨在通过与有护理经历的年轻人一起工作的专业人员,了解如何支持他们在英格兰东南部接受高等教育(HE)。与其他人相比,有受照料经历的青少年进入高等教育机构的可能性仍然较低。与那些或明或暗地假定有受照顾经历的年轻人存在不足,并通过注重提高他们的适应能力和抱负来 "弥补 "的个性化方法不同,我们在此关注的是与他们一起工作的专业人员的作用。这里讨论的研究结果来自对七位寄养照护者和三位社会工作者的访谈,这些访谈是一个涉及跨专业团队(包括教育、社会工作和扩大参与)的更广泛项目的一部分。我们发现,虽然专业人士通常都有支持有受照料经历的年轻人升入高等院校的积极性,但许多人缺乏必要的技能和知识。这使我们认识到,无论是来自专业人士还是为专业人士提供更多有针对性的支持,对于年轻人和那些与他们一起工作的人来说,都是非常必要的,因为他们能够想象并创造高等教育的未来。这就需要更广泛地了解创伤对青少年参与教育机会的能力所产生的影响,需要认识到受过照顾的青少年的潜力,并借鉴森的能力方法,有针对性地提供不同的资源。
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引用次数: 0
An exploration into the nature and extent of diversity within history classrooms in Kent 探索肯特郡历史课堂多样性的性质和程度
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-06 DOI: 10.1002/berj.4024
Clare Stow, Lizzie Burton

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the ‘history wars’. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South-East England. As a result, we have developed a model of ‘school diversification’ and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice.

自 20 世纪 70 年代以来,关于历史教学的政治化争论一直持续不断,被称为 "历史战 争"。这些争论至今仍影响着中小学教师对历史课程重点的选择。本研究旨在了解历史教师对如何在其历史课程中发展多样性的理解,并讨论其决策可能存在的误区。我们试图回答以下问题:(1) 历史教师和学科带头人如何理解历史课程多样化的概念?(2) 学校如何处理历史课程多样化的问题?我们与来自英格兰东南部肯特郡四所小学和三所中学的 10 名历史教师和学科带头人合作开展了这一项目。因此,我们开发了一个 "学校多样化 "模型,并提出了若干建议,以支持在现行国家课程范围内开发和教授日益多样化的历史课程。本项目通过优先考虑教师在课堂上的发言权,并包括英国学校历史教育各阶段教师之间的合作,以支持他们在实践中发展多样性,从而为相关文献增添了新的内容。
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引用次数: 0
‘Sir, I don't know what I'm doing’: An investigation into the role of happy accidents in a secondary school art classroom 先生,我不知道我在做什么":对中学美术课堂中 "意外惊喜 "作用的调查
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-01 DOI: 10.1002/berj.4020
Hugo Marx

This research project explores the use of ‘happy accidents’ as agents for facilitating more meaningful and critical exploration in secondary school art. Owing to a preoccupation with standardisation and quantifiable results, the more nebulous and invisible qualities of art have become deprioritised within many curricula. This paradigm creates ‘safe’ pedagogies that place emphasis on verisimilitude and technical acme as the yardstick for ‘successful’ artwork, preserving the identity of teachers within the epistemological frameworks that dictate education. Equally, as competitive individualism and reward demarcate education, young people are spending more time partaking in activities for their instrumental value. This ‘teaching-to-test’ model translates to formalist, linear modes of making as the most expedient means of achieving grades. The following research aimed to trouble this status quo and offers a pedagogy that allows for more responsive, playful and personal approaches to experimental artmaking. The mechanism used as a springboard into inquiry was the ‘happy accident’, facilitated by the use of unpredictable media such as Photoshop and photocopying. Adopting a middle ground between Atkinson's ‘unknown’ and the inferentialist model described by Walton, students had the latitude to combine known and unknown knowledge to push their artmaking into more meaningful territory, whilst preserving evidence of the ‘mark scheme’. To bolster my attempts at disrupting canonised imagery of ‘good’ school art, students also troubled the common practice of creating overly embellished, illustrative sketchbooks, with the creation of self-made, A2, portfolio style books. The knowledge produced in this project was interrogated within a multimodal, arts-based research methodology: through interview analysis and the analysis of the artwork, or artefacts, produced.

本研究项目探讨了如何利用 "意外之喜 "来促进中学美术中更有意义和批判性的探索。由于一味追求标准化和可量化的结果,艺术的模糊性和不可见性在许多课程中变得不重要。这种模式创造了 "安全 "的教学法,强调以真实性和技术性作为衡量 "成功 "艺术作品的标准,在决定教育的认识论框架内维护教师的身份。同样,由于竞争性的个人主义和奖励划分了教育的界限,年轻人花更多的时间参与活动以获取工具价值。这种 "为考试而教 "的模式转化为形式主义的线性制作模式,成为取得成绩的最便捷手段。以下研究旨在打破这一现状,并提供一种教学方法,使实验性艺术创作更具回应性、游戏性和个性化。作为探究跳板的机制是 "快乐的意外",通过使用 Photoshop 和影印等不可预知的媒体来促成。在阿特金森的 "未知 "和沃尔顿所描述的推论主义模式之间,学生们采用了一种中间立场,将已知和未知的知识结合起来,将他们的艺术创作推向更有意义的领域,同时保留 "标记方案 "的证据。为了支持我打破 "优秀 "学校艺术的典范形象的尝试,学生们还通过自制 A2 作品集风格的画册,打破了创作过度美化、图文并茂的素描本的常见做法。通过访谈分析和对所创作的艺术作品(或人工制品)的分析,我们采用多模式、基于艺术的研究方法对本项目中产生的知识进行了分析。
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引用次数: 0
What's colour got to do with it? A psychometric assessment of Peggy McIntosh's white privilege 肤色有什么关系?佩吉-麦金托什的白人特权心理评估
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-22 DOI: 10.1002/berj.4018
John Ehrich, Stuart Woodcock

Peggy McIntosh's (White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies, Working Paper 189, Wellesley Center for Research on Women, 1988) list of 50 racial privileges, which purportedly benefit persons of white skin colour, has had enormous impact on social science research and educational curriculum and pedagogy. Surprisingly, to date, no attempt has been made to empirically explore the validity and reliability of her list of racial privileges. To address this issue, we conducted a psychometric analysis on McIntosh's list of racial privileges with 204 adult Australian university students. Using a combination of factor analyses and Rasch modelling on McIntosh's list of racial privileges we identified a 27-item multidimensional scale consisting of three well-functioning and reliable subscales (i.e. a 15-item Racial Representation, a six-item Social Interaction and a six-item Culture and Politics subscale). Moreover, the derived multi-dimensional white privilege instrument was found to have good criterion validity in that persons’ experiences of racism significantly predicted white privilege (i.e. the more racism experienced the less white privilege experienced and vice versa). Finally, analysis of variance comparisons indicated that persons with white skin colour had significantly more white privilege than persons with black skin colour and Asians, while Asians had more white privilege than persons with black skin colour. Overall, this study presents evidence of a psychometrically valid and reliable 27-item multi-dimensional white privilege instrument and lends empirical support to the theoretical underpinnings of McIntosh's contentions.

佩吉-麦金托什(Peggy McIntosh)(《白人特权与男性特权:通过妇女研究工作认识到的对应关系》,第 189 号工作文件,韦尔斯利妇女研究中心,1988 年)列出了 50 种种族特权,声称这些特权有利于白人:Peggy McIntosh 的著作(《白人特权与男性特权:通过妇女研究工作发现对应关系的个人记 述》,第 189 号工作文件,韦尔斯利妇女研究中心,1988 年)列出了 50 项种族特权,据称这 些特权有利于白人,对社会科学研究以及教育课程和教学法产生了巨大影响。令人吃惊的是,迄今为止,还没有人试图通过经验来探讨她所列种族特权的有效性和可靠性。为了解决这个问题,我们对麦金托什的种族特权清单进行了心理测量分析,对象是 204 名澳大利亚成年大学生。通过对麦金托什的种族特权清单进行因子分析和 Rasch 建模相结合的方法,我们确定了一个 27 个项目的多维量表,其中包括三个功能完善且可靠的子量表(即 15 个项目的种族代表性、6 个项目的社会互动和 6 个项目的文化与政治子量表)。此外,研究还发现,衍生出的多维度白人特权工具具有良好的标准效度,因为人们的种族主义经历可以显著预测白人特权(即种族主义经历越多,白人特权越少,反之亦然)。最后,方差分析比较表明,肤色为白色的人的白人特权明显多于肤色为黑色的人和亚洲人,而亚洲人的白人特权多于肤色为黑色的人。总之,本研究提供了一个在心理测量学上有效且可靠的 27 个项目的多维度白人特权工具,为麦金托什的理论基础提供了实证支持。
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引用次数: 0
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators 2021-2022 年是教师教育工作者的灾难之年吗?教师教育者调查反思
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-16 DOI: 10.1002/berj.4017
Phil Wood, Aimee Quickfall

The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high-stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre-service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands-Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021-9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well-being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long-term sustainability of the role of teacher educator is in question.

COVID 大流行暂时改变了社会各部门的运作。在英格兰,它导致教师教育部门出现重大混乱,导致学校培训减少,并迅速转向其他教学方法。到 2021-2022 学年,人们希望教育活动能恢复到正常水平。然而,大流行病的持续影响、Ofsted 重新开始的高风险检查,以及英国政府决定对所有英国初始师范教育(职前师范教育)课程启动认证程序,允许院校在 2024 年之后继续提供初始师范教育,所有这些因素结合在一起,有可能造成非常困难的一年。我们对 159 名教师教育工作者进行了调查,以了解他们在 2021-2022 学年的经历,并通过工作需求-资源模型(Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001).应用心理学杂志》,86(3), 499-512, 10.1037//0021-9010.86.3.499),它确定了那些可能导致工作环境压力和倦怠的因素(需求),以及那些能够平衡压力和倦怠并提供情感幸福的因素(资源)。结果表明,在这一年中,有许多高要求,特别是与认证和 Ofsted 压力有关的要求,以及大流行病造成的额外要求,所有这些因素都导致了工作量的增加。与这些要求相抗衡的是现有的资源,特别是同事之间的支持,以及与学生教师一起工作所获得的坚定承诺和乐趣。然而,教师教育者角色的长期可持续性是个问题。
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引用次数: 0
Intergenerational transmission and the reinforcement of the political engagement gap: Identifying how university-educated parents enable their children to become more politically interested during early adolescence 代际传递和政治参与差距的强化:识别受过大学教育的父母如何使其子女在青春期早期对政治更感兴趣
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-16 DOI: 10.1002/berj.4002
Bryony Hoskins, Jan Germen Janmaat

Research consistently shows that parents' educational attainment is associated with their children's level of political interest. The life stage when this relationship is established and grows has been identified to be between the ages of 10 and 16. This paper identifies the social class-based practices that drive the influence of parental education on the development of political interest among early adolescents and explains why the social gap grows at this point. The paper draws on two panel surveys, the Citizenship Education Longitudinal Study and the Understanding Society Youth Survey, and applies latent growth curve modelling and path analysis. The findings show that university-educated parents influence the change in political interest of their children in early adolescence by raising their educational aspirations, enabling their access to political activities in school, choosing the school for their children, taking their children to museums and art galleries and influencing their children's friendship groups.

研究一致表明,父母的教育程度与其子女的政治兴趣水平相关。这种关系建立和发展的人生阶段被确定为 10 至 16 岁。本文指出了基于社会阶层的做法,这些做法推动了父母教育对青少年政治兴趣发展的影响,并解释了为什么社会差距会在这个阶段扩大。论文借鉴了公民教育纵向研究(Citizenship Education Longitudinal Study)和了解社会青少年调查(Understanding Society Youth Survey)这两项小组调查,并应用了潜在增长曲线模型和路径分析。研究结果表明,受过大学教育的父母通过提高子女的教育期望、让子女有机会参加学校的政治活动、为子女选择学校、带子女参观博物馆和艺术馆以及影响子女的交友群体,来影响子女在青春期早期政治兴趣的变化。
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引用次数: 0
期刊
British Educational Research Journal
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